Cognitive Apprenticeship

Is knowledge situated?

This question has been a topic of debate among educators, philosophers, and cognitive scientists for decades. The traditional view of knowledge is that it can be abstracted from the situations in which it is learned and used, and that it can be transferred to new contexts.

However, recent research into cognition as it is manifest in everyday activity suggests that knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used.

The idea that knowledge is situated implies that it is context-dependent and cannot be separated from the activity and environment in which it is learned and used. For example, the knowledge of how to ride a bike is not simply a set of abstract rules or procedures, but is intimately tied to the experience of riding a bike in specific contexts, such as on different types of terrain or in different weather conditions. Similarly, the knowledge of how to solve a particular math problem may be influenced by the context in which it is learned and used, such as the classroom environment, the teacher's instructional style, and the student's prior knowledge and experiences.

This situated view of knowledge has important implications for our understanding of learning. It suggests that learning is not just a matter of acquiring abstract concepts or procedures, but also involves the development of practical skills and tacit knowledge that are tied to specific contexts. Moreover, it implies that learning is not just an individual process, but is also socially and culturally situated. The knowledge and skills that individuals acquire are influenced by the social and cultural contexts in which they are embedded, and are shaped by the norms, values, and practices of those contexts.

Despite the growing recognition of the situated nature of knowledge, conventional schooling too often ignores the influence of school culture on what is learned in school. In many schools, knowledge is presented as a set of abstract concepts and procedures that are disconnected from the real-world contexts in which they are used. This approach to teaching can be ineffective because it fails to engage students in authentic, meaningful learning experiences that connect to their prior knowledge and experiences.

As an alternative to conventional teaching practices, cognitive apprenticeship has been proposed as a way to honor the situated nature of knowledge. Cognitive apprenticeship is a teaching approach that seeks to develop students' skills and knowledge by engaging them in authentic, real-world tasks that are situated in specific contexts. This approach emphasizes the importance of modeling, coaching, scaffolding, and feedback in the learning process, and recognizes the role of social and cultural contexts in shaping the development of knowledge and skills.

In conclusion, the question of whether knowledge is situated is an important one for educators, philosophers, and cognitive scientists to consider. Recent research suggests that knowledge is indeed situated, being in part a product of the activity, context, and culture in which it is developed and used. This view of knowledge has important implications for our understanding of learning, and suggests that conventional teaching practices that ignore the situated nature of knowledge may be ineffective. As an alternative, cognitive apprenticeship offers a promising approach to teaching that honors the situated nature of knowledge and engages students in authentic, meaningful learning experiences.

References
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing and mathematics. In L. B. Resnick (Ed.), Knowing learning and instructions: Essays in honor of Robert Glaser. Hillsdale, N]: Erlbaum.